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1. HSCSenior Sciencepresented byLiverpool and Zone Science Teachers Association(LAZSTA)
2. Senior ScienceInformation SystemsLAZSTA2010presented byGreg Pitt
3. Senior Science Websites Board of Studies - Syllabuses http://www.boardofstudies.nsw.edu.au/syllabus_hsc/ HSC Exams http://www.boardofstudies.nsw.edu.au/hsc_exams/ HSC Timetable http://www.boardofstudies.nsw.edu.au/events/hsc-exam-timetable-2010.html Updated information for 2010
4. Documents You Should Check Out NSW BOS HSC Standards Packages[Your school has these] HSC examination papers Notes from the Examination Centre HSC Examination Mapping Grid HSC Marking Guidelines HSC Sample answers
5. Communication Activity – Morse Code Messages Class activity… [see handout] Morse code* communication competition * created for Samuel F. B. Morse's electric telegraph in the early 1840s, Morse code was also extensively used for early radio communication beginning in the 1890s classify information systems as: verbal and nonverbal; short distance and long distance; electronic and non-electronic
6. Basic Pattern of Information Transfer Information transfer requires: the transmitter and receiver have an agreed code encoding transmission decoding energy transformations often occur when information is transferred outline the basic pattern of the information transfer process
7. Verbal vs non-verbal verbal and nonverbal short distance and long distance electronic and non-electronic classify information systems as: verbal and nonverbal; short distance and long distance; electronic and non-electronic
8. Classifying Information Systems Can you identify the verbal and non-verbal components of this sign? classify information systems … verbal and non-verbal
9. Difficult Points – Information Systems Land connected phones may use either copper wire (upper part of flowchart below) or optical fibres to transmit the information Microphone converts sound energy to electrical energy Electrical energy transmits information in a copper cable Earphone / speaker converts electrical energy to sound energy Light energy transmits information in an optical fibre made of glass Electrical energy converted to light energy for optical fibre transmission light energy converted to electrical energy following optical fibre transmission identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
10. Difficult Points – Information Systems The following energy transformations take place in a mobile phone but are not directly associated with information transfer Energy is stored as chemical energy in the phone’s battery Chemical energy is transformed to electrical energy to operate the phone The LCD colour screen converts electrical energy to light energy identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
11. Difficult Points – Information Systems identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
12. Electrical energy to aerial Difficult Points – Information Systems identify the transformation of energy at each stage of information transfer in the following devices – radios [complete flowchart …] microphone converts sound to electrical energy Radio modulates carrier with signal - ENCODES information Aerial converts electrical energy to electromagnetic waves sound identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
13. Difficult Points – Information Systems light/sound energy => electrical energy (CCD / microphone) electrical energy => electromagnetic radiation (aerial/antenna) electromagnetic radiation => electrical energy (aerial/antenna) electrical energy => light/sound (screen / speakers) Electrical Energy Signal modulation Electrical energy to transmitter antenna Light Sound CCD microphone identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
14. Difficult Points – Information Systems light/sound energy => electrical energy (CCD / microphone) electrical energy => electromagnetic radiation (aerial/antenna) electromagnetic radiation => electrical energy (aerial / antenna) electrical energy => light/sound (screen / speakers) antenna converts electromagnetic to electrical energy Transmission as electrical energy Television decodes information and converts electrical energy to light and sound TV screen light sound speaker identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
15. Difficult Points – Information Systems Summary video component Light to electrical (CCD) Electrical to electromagnetic (transmitting antenna) Electromagnetic to electrical (receiving antenna) Electrical to light (screen) identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
16. Difficult Points – Information Systems Summary audio component Sound to electrical (microphone) Electrical to electromagnetic (transmitting antenna) Electromagnetic to electrical (receiving antenna) Electrical to sound (speaker) identify the transformation of energy at each stage of information transfer in the following devices: land connected telephones; mobile phones; television; radios; Compact Disc players
17. Communication Using Compact Discs A compact disc stores binary encoded information using a pits in an aluminium metal layer on the disc Light energy (an infrared laser) is focussed onto the pits and a photodiode detects the changes in the reflected energy as the disc rotates gather and process first-hand and secondary information on the basic pattern of the information transfer process in the following systems: land connected telephones; mobile phones; television; radios; Compact Disc players to outline the features that the systems have in common and use available evidence to discuss applications of these systems
18. Communication Using Compact Discs gather and process first-hand and secondary information on the basic pattern of the information transfer process in the following systems: land connected telephones; mobile phones; television; radios; Compact Disc players to outline the features that the systems have in common and use available evidence to discuss applications of these systems
19. Communication Using Compact Discs identify the transformation of energy at each stage of information transfer in CD player – compact disc players Laser light reflects from pits on CD Reflected light energy converted to electrical energy by light sensor (digital signals) Digital signals converted to electrical analogue signals Electrical signals amplified Electrical energy converted to sound energy by headphones gather and process first-hand and secondary information on the basic pattern of the information transfer process in the following systems: land connected telephones; mobile phones; television; radios; Compact Disc players to outline the features that the systems have in common and use available evidence to discuss applications of these systems
20. Common Features Encoding Storage Transmission Decoding Energy transformations Electrical energy use Applications Transmission of voice / other sounds Transmission of images Transmission of text Emergency services Entertainment Business and commerce SYLLABUS point… gather and process first-hand and secondary information on the basic pattern of the information transfer process in the following systems: – land connected telephones – mobile phones – television – radios – compact disc players to outline features that the systems have in common and use available evidence to discuss the applications of these systems
21. The E/M spectrum and Communication Radio - radio waves TV - radio / TV waves Mobile phones - microwaves Fixed phone - light (fibre optics) Demo IR camera Electromagnetic waves do not require a physical medium in which to travel e.g. light, radio and TV waves But they may travel through optical fibres due to the fibres’ transparency identify communication technologies that use energies from the electromagnetic spectrum for communication purposes
22. Live Satellite Communication gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
23. Live Satellite Communication
24. Live Broadcast Satellites Serving Australia Optus * 3 satellites AsiaSat * 3 satellites PAS2 * 2 satellites Intelsat * 7 satellites Inmarsat * 2 satellites AusSat * __ satellites Remember TWO of thesee.g. Intelsat, PAS Some Service Providers: NetspeedAustar Optus Telstra iHugNewskiesMediaSat NTL Heartland XanticStratos gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
25. Broadcast Satellites Positional Orbits “positional orbits” - yikes! “orbital positions” would be better! Well OK… A satellite can only receive and transmit to a maximum of about 40 % of the Earth’s surface (usually less in practice) Therefore, to cover all countries requiring satellite communications services, many satellites are needed in different locations, or geostationary orbital positions Solar panels convert light to electricity gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
26. Broadcast Satellites Positional Orbits gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
27. Different Satellites Have Different Aerials e.g. PAS2 (PanAmSat 2) each aerial has a footprint determined by the transmitting antenna dish size and the direction in which it points NSW has good coverage from PAS2 small dishes can be used because of the short wavelengths of the microwaves used for satellite communications The satellite is placed in geostationary orbit so that 24 h service to these areas is provided Areas covered by different antennas on the satellite gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
28. Different Satellites Have Different Aerials This was the view from Aussat 2 With which countries could Aussat 2 communicate? Australia New Zealand Papua New Guinea Japan Indonesia gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
29. Different Satellites Have Different Aerials antennas A geostationary satellite above the equator to the north of Australia can provide simultaneous and independent services to Australia and Japan using different aerials. To conserve energy (supplied by solar panels), transmissions from the satellite are concentrated in a narrow beam to each location (by using a reflecting dish behind the antenna) solar panel gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
30. Different Satellites Have Different Aerials antennas Different aerials allow satellites to cover different footprints(e.g. Australia and Japan can be covered separately by different aerials on the same satellite) and send and receive different types of data(e.g. TV, meteorological data, telecommunications such as telephones) [Note the 2 reasons] solar panel gather, process and analyse information from secondary sources to identify the satellites used for ‘live’ telecasts from other regions of the world to Australia and vice versa and to present reasons why communication satellites have different aerials and positional orbits (9.4.4.3.1)
31. N Would you trust these people to put you in space?
32. Copper Cables and Fibre Optics Capacity: It is difficult to distinguish capacity from rate of information transfer (a syllabus problem). Capacity could be compared by considering a single wire and a single optical fibre (not bundles of each). One method of comparison could be the number of simultaneous telephone calls (<100 with a single copper wire and >1000 with a single optical fibre – figures obtained vary greatly with sources, particularly the date of the source data) process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
33. Copper Cables and Fibre Optics Carrying Capacity Optical fibre has a greater information carrying capacity than any other medium, including radio, wireless or copper wire. Terahertz (1012 Hz) bit rate has been achieved in the lab. As a comparison, the entire useful radio bandwidth worldwide is only 25 Gbps, a mere 0.1 percent of the bandwidth supported by a single strand of fibre. A single strand of optical fiber can easily replace a large bundle of copper wires while significantly boosting system capacity. process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
34. Copper Cables and Fibre Optics - Cost At the canteen, apples cost 65 cents and oranges cost 80 cents. Discuss the statement “Apples cost less than oranges at the canteen”. (3M) Copper prices are determined by demand. The cost of copper cables is partly determined by the variable price of copper. process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
35. Copper Cables and Fibre Optics - Cost Cost depends on Raw materials costs (less for glass than copper) Final cable cost (more for optical fibre?) Cost per gigabit of information transferred (much less for fibre) Much greater amounts of information can be transferred at a much lower cost per gigabit of data to the service provider and consumer. Optical fibre is therefore much cheaper using this criterion. process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
36. Copper CablesvsFibreOptics – Data Transfer Rates Rate: Rate of information transfer can be stated quantitatively in bytes/second (or appropriate multiples thereof). To compare rates, the same units must be chosen – it is meaningless to compare MHz to Mb for example. This point in the syllabus could possibly be interpreted as the speed at which the signal travels in the cable – about 2 x 108m/s for light in an optical fibre and a little less than 3 x 108m/s for electricity in a wire (it’s faster in copper wire). process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
37. Copper Cables and Fibre Optics - Cost There is a common misconception about security in using optical fibres. Both copper and optic fibre can transmit secure data, since both (a similarity) can transmit digital data that can be encrypted so that it is virtually impossible to decrypt (the system is called “secure encryption” and is used extensively for data transmission). Signals in copper wires can be ‘tapped’ more readily than optical fibre signals and hence IF the data is NOT ENCRYPTED, copper wires present a greater security risk than optical fibres. process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
38. Copper Cables and Fibre Optics - Summary process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
39. Copper vs Fibre Optics HSC05 Question 24 (a) Better responses presented a correct sequence of energy changes with direction indicated by arrows. (b) Better responses included a good description of the process of digital coding, clearly relating this to the impact upon the development of communication technologies. process and analyse information from secondary sources to compare and contrast copper cables with fibre optic cables in relation to; (a) carrying capacity (b) cost (c) rate of information transfer (d) security (9.4.6.3.2)
40. Mandatory Investigations
41. Mandatory First-hand Investigations Planning First-hand Investigations 1. Identify sources of information (bibliography) and read about the phenomenon you’re investigating. 2. State the purpose of the investigation. 3. Propose a hypothesis that can be tested. 4. Identify the variables or factors that affect the phenomenon being investigated. 5. Determine which are the independent and dependent variables. 6. Propose a method for controlling the identified variables. 7. Identify potential hazards and the describe the methods used to mitigate against these. 8. Identify and describe (using diagrams where these will clarify the procedure) the equipment, appropriate technology (including data loggers) and procedure most appropriate to undertake the investigation. Consider use of resources, destructive vs non-destructive procedures and disposal of wastes. 9. Outline the method, clearly identifying the variables to be changed and the variables to be kept constant. Discuss the use of a control. 10. Design the investigation so that it allows valid and reliable data to be collected. 11. Identify and use correct units for data that will be collected. 12. Identify the orders of magnitude that will be appropriate and the uncertainty that may be present in the measurement of data. 13. Determine how the collected data will be analysed to produce a conclusion related to the aim or the hypothesis.
42. Mandatory First-hand Investigations Things you should be able to write in relation to every FHI 1. Clarify the aim or purpose of the investigation – this should relate to the conclusion. 2. Recount the procedure used in the investigation/s conducted to meet the syllabus requirements. 3. Identify the investigation as destructive or non-destructive. 4. Summarise the observations made during this investigation. 5. Identify the data that was collected during the investigation – what quantities were observed or measured? 6. Identify any technology used in the investigation e.g. data loggers, computer simulations 7. Identify the order of magnitude of measured quantities and assess the uncertainty present in measured data. 8. Identify the units used in measuring each quantity. 9. Identify the independent and dependent variables. 10. Identify at least one significant variable that was kept constant throughout the investigation. 11. Propose a reason why it would be important for several groups to carry out the investigation using the same type of equipment and procedures. Was the procedure reliable? 12. Present your findings in the form of a succinct conclusion. 13. Compare the investigation carried out with alternative methods and discuss the different procedures. Suggest modifications and improvements.
43. Tabulating Results Effect of Exercise on Heart Rate Rule up columns Label the table with a title Label each column with a quantity Include the units in parentheses with the quantity name Calculate an average value if applicable In this example, an additional column showing the difference between to two rates could be included. Return
44. Graphing Results Label the graph with a title Label each axis with a quantity Include the units in parentheses with the quantity name on each axis Plot data points using an “X” Draw a line of best fit if the variables are continuous If the variables are not continuous, do not draw a line of best fit - consider using a column graph instead
45. A word from the creator This PowerPoint presentation was prepared by Greg Pitt of Hurlstone Agricultural High School Please feel free to use this material as you see fit, but if you use substantial parts of this presentation, leave this slide in the presentation Share resources with your fellow teachers and students